Learning outcomes: Some guidelines

Transcription

1 Learning outcomes: Some guidelines Learning outcomes are brief, clear, specific statements of the knowledge, understanding and skills, values and attitudes which it is expected students will be able to demonstrate as a result of their learning. Learning outcomes should: convey a picture Learning outcomes are written as short concise statements. Learning outcomes should focus on the student. As you read through the learning outcomes you should see a picture developing of a classroom and what students are doing. The learning outcomes describe the kinds of activities that students are involved in, e.g. discussing, describing, designing, presenting, creating. provide the basis for a learning contract The learning outcome is expressed in a manner in which it can be used to form the basis of a learning contract between the teacher and the students. have a power beyond themselves They influence not only what gets taught but how it is taught and how it is assessed. Ask yourself the So what question: Why does this learning outcome matter for students in this short course? represent the right mix The aim is to write learning outcomes that will incorporate different domains of learning (see Appendix 1) lower- and higher-order thinking skills: a mix of learning outcomes is vital to allow all students to achieve their potential (see Appendix 1). help identify what should be assessed in the short course What might be the kinds of evidence that students will be asked to gather and present as evidence of their learning? reflect the appropriate level indicators of the National Framework of Qualifications ( see Appendix 2). 1

2 Remember LESS is MORE Keep learning outcomes short ( Giving examples or using such as is not a good idea!). Don t have too many learning outcomes a maximum of four learning outcomes per topic in the strand. Ask yourself if the learning outcome is really needed? It may not need to be explicitly stated. Everything the students will do and learn does not have to be stated as a learning outcome. For example, consider this learning outcome in a CSPE short course: The student should be able to assemble a basic needs basket representing the needs of an average family unit. In order to do this, the student will need to understand the difference between needs and rights. They will have to appreciate that needs do not mean the same thing to everybody. Three separate learning outcomes are not needed however. One well-composed outcome serves the same purpose. Avoid vague, general statements Avoid verbs that are difficult to quantify such as know, study, learn, show an understanding of. Avoid lower-order learning outcomes such as recall, recite, list. Learning outcomes can be content-based (analyse an historical event) product-based (design a media campaign for ) process-based (conduct an experiment, conduct a role-play). 2

3 The key skills of junior cycle The key skills of junior cycle must be embedded in the short course learning outcomes. Be familiar with the key skills overview Check out the junior cycle key skills overview at Read through the overview and highlight the learning outcomes that are immediately relevant to your short course. You may not incorporate all of them but they will be a useful reference point when you are devising your learning outcomes. Make the key skills learning outcomes your own and adapt them to the particular learning context of the short course that you are developing. The following table includes some examples of how this can be done. Key skill: Managing myself SPHE short course Element: Making considered decisions Learning outcome: I can understand the importance of thinking through my decisions Sample learning outcome: Students will be able to work collaboratively to design a tip sheet for teenagers about good decision-making. Key skill: Working with others Element: Co-operating Learning outcome: I can be flexible and willing to make compromises to achieve a common goal Key skill: Staying well Digital media short course Element: Being confident Learning outcome: I can communicate my opinions and beliefs with confidence in a variety of ways Sample learning outcome: Students will be able to debate the motion that the threats posed by the internet far outweigh the benefits for young people. 3

4 Why not carry out an audit of the learning outcomes you have included in the short course? 1. Circle the verb in each learning outcome. 2. Check to see if you have tended towards using the same verb or types of verbs. 3. Check that you have a balance between different domains of learning and higherand lower-order thinking (see Appendix 1). 4. Check that the learning outcomes are in line with the Level 3 indicators on the National Framework of Qualifications (see Appendix 2). Examples of using verbs in learning outcomes drawn from different learning domains Students should be able to describe the aesthetic qualities of various movements within dance performances or gymnastic sequences apply feedback to refine their own performance and that of their group assist another group in refining their performance. 4

5 Appendix 1 Domains of learning and learning outcomes Cognitive Involving knowledge and the development of intellectual skills Domain Lower Order Types of Outcome Remembering Understanding Verbs Define, describe, duplicate, identify, label, list, memorize, name, quote, recall, recite, recognise, repeat, reproduce, state Classify, compare, describe, discuss, distinguish, explain, identify, interpret, locate, recognize, report, select, translate, paraphrase Examples Students should be able to - list the main features of public companies - describe the impact of the industrial revolution their locality - use the correct terminology in discussing the performance of a gymnastics sequence - explain the causes of the outbreak of WW1 - summarise an article, speech or book in their own words. - discuss the connection between structure of the landscape and function of ecosystems within that landscape. - interpret the outcome of a given set of circumstances based on previously observed experimental data - write a short summary of events portrayed in a documentary programme Applying Apply, calculate, change, choose, - calculate the solution to a problem using a maths formula - apply theoretical principles of advertising in a case study example. 5

6 Cognitive Involving knowledge and the development of intellectual skills classify, construct, discover, distinguish, establish, experiment, demonstrate, illustrate, interpret, produce, solve, use, write. - construct a model of a water pump to demonstrate how it works - apply concepts learned in class to implement a recycling program. Analysing Evaluating Analyse, appraise, categorise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, explain infer, question, separate, test. Argue, appraise, criticise, evaluate justify, defend, generalise, judge, reorganise, select, support, validate, value, - explain why an understanding of weathering is important - explain how the choices they make in their own lives change the environment. - differentiate between the terms metamorphic and igneous - place important events in the order in which they happened. - compose a poem to a given set of guidelines - create a hypothesis that explain observed phenomena - draw conclusions based on their knowledge of how a system works. 6

7 Higher Order Creating Cognitive Involving knowledge and the development of intellectual skills Assemble, appraise, combine, compose, construct, conclude, create, develop, design, explain, formulate, grade, modify, review, write. - appraise a poem using accepted criteria - apply concepts learned in class to judge which of two methods is better - design an album cover for their favourite group - defend arguments in favour of or against social justice for refugees Affective Includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes. Domain Types of Outcome Verbs Students should be able to Examples Lower Order Receiving Ask, listen, locate, name, give, select Responding - listen to others with respect - ask pertinent questions - recognise the physical and emotional changes that take place at puberty and how to manage these changes in a positive way - participate in class discussion 7

8 Affective Includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes. Answer, assist, - question new ideas practice, present, - communicate confidently with their peers and adults greet, tell, help - explain their strengths and preferences in different activities and roles Valuing Complete, initiate, justify, propose, report, select, join, invite - demonstrate belief in democratic process - show sensitivity towards difference in class - respect the differences between people as they develop their own sense of identity Organisation Adhere, arrange, compare, organise, integrate, prepare - prioritise their own time to meet different responsibilities - accept their own strengths and limitations - cooperate and work well in teams, planning their approaches and strategies together and adapting them to meet challenging needs Higher Order Internalising Act, discriminate, influence, modify, qualify, solve, verify, - cooperate in group activities - display safety consciousness - make good choices and take decisions on what to do to improve their own and others' work - show objectivity in problem solving 8

9 Affective Includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes. Psychomotor Includes physical movement, coordination and the use of motor skills Domain Types of Outcome Verbs Students should be able to Examples Lower Order Perception Choose, describe, detect, relate, adjust, isolate, distinguish - detect non-verbal communication - adjust experimental techniques as a result of observing phenomena as they happen - make drawings of objects that show a range of approaches Set (closely related to the Responding in Affective domain) Begin, display, proceed, volunteer, move, show, state - act upon a sequence of steps in a process - show a desire to learn a new process - take on a number of roles within a team including that of leader Guided response Copy, trace, follow, react, reproduce, respond - follow instructions to perform an experimental procedure - perform a mathematical equation as demonstrated Mechanism - use a personal computer 9

10 Affective Includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes. Assemble, drives, - perform music as part of a group manipulate, - swim 50 meters on their backs perform, calibrate, - calibrate an oxygen sensor mend - construct an apparatus to measure levels of ozone gas Complex response (key words same as mechanism, but will have adverbs or adjectives that indicate performance is better) Construct, Assemble, drive, manipulate, perform, calibrate, mend - use personal computer quickly and accurately - display competence while performing music - Calibrate a data logger so that it will measure pressure accurately Adaptation Adapt, alter, rearrange, reorganise, revise - construct an original design - perform improvised music - alter an experimental technique to include environmental variables Higher Order Origination Arrange, build, construct, compose, initiate, create - create a new gymnastic routine - design a piece of furniture - a model in response to a set task - 10

11 Affective Includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes. 11

12 Appendix 2 Learning indicators at Levels 2 and 3 of the National Framework of Qualifications All short courses developed by schools and others will be aligned with the relevant level indicators. Learning Level 2 Level 3 Knowledge Breadth Knowledge that is narrow in range. Knowledge moderately broad in range. Knowledge Kind Concrete in reference and basic in comprehension. Mainly concrete in reference and with some comprehension of relationship between knowledge elements. Know-How and Skill Range Demonstrate limited range of basic practical skills, including the use of relevant tools. Demonstrate a limited range of practical and cognitive skills and tools. Know-How and Skill Selectivity Perform a sequence of routine tasks given clear direction. Select from a limited range of varied procedures and apply known solutions to a limited range of predictable problems. Competence Context Act in a limited range of predictable and structured contexts. Act within a limited range of contexts. 12

13 Learning Level 2 Level 3 Competence Role Act in a range of roles under direction. Act under direction with limited autonomy. Function within familiar, homogenous groups. Competence Learning to Learn Learn to learn in a disciplined manner in a well-structured and supervised environment. Learn to learn within a managed environment. Competence Insight Demonstrate awareness of independent role of self. Assume limited responsibility for consistency of self-understanding and behaviour. 13